Thursday, 4 April 2013

Sorry, Lady Gagme. You Are Wrong

Seems Lady Gaga was wrong. Of course anyone with an IQ greater than a turnip knew that already but the world is, it seems, inhabited by a lot of turnips these days.

For everyone else there is this:

November 6, 2009

Trayce Jansen, Ph.D.

In May 2009, the Alameda Unified School Board was considering the adoption of a new curriculum for K-12 that would promote acceptance and normalization of homosexual and transgender behaviors under the guise of anti-bullying. A group of concerned parents asked me to review and comment on the proposed curriculum and its impact on children. Despite the evidence of potential harm, and over the strong objections of many parents, the board adopted the proposed curriculum.


I’m a licensed psychologist in the State of California with a clinical and forensic practice. I also sit on the Committee on Psychosocial Aspects of Child and Adolescent Health for the American College of Pediatricians. Over the last decade, I’ve thoroughly surveyed the professional research literature related to sexual orientation and children. In my professional role as a psychologist, I’ve authored several articles intended to clarify complex research findings for the public, as well as testified in various courts of law regarding those same issues.
I was asked to review the proposed Alameda Unified School District curriculum addressing sexual orientation and gender identity and author a statement regarding its impact on children. The opinions I express are based on a thorough knowledge of the professional research literature as well as my experience as a licensed psychologist.


Decades of research confirm that sexual orientation and gender identity are not inborn but are primarily shaped by environmental influences during childhood and adolescence. The proposed school curriculum will affect the sexual preference and gender identity formation of some children exposed to it because it teaches that all sexual and gender variations are equally acceptable. Sexual preference and gender identity formation are fragile developmental processes that can be disrupted and altered by environmental influences such as the lessons in the proposed school curriculum.


Many people continue to believe that sexual orientation is inborn, although that is not true. Extensive, worldwide research reveals that homosexuality is predominately influenced by environmental factors. For instance, recent large-scale studies compared rates of homosexual behavior in sets of identical twins. If homosexual behavior were inborn, every time one identical twin was homosexual, the other identical twin would also be homosexual 100% of the time. But this is not what the research revealed. Rather, every time one identical twin was homosexual the other twin was homosexual only 10% or 11% of the time. Homosexual behavior is clearly not genetic.

In fact, an accumulation of extensive research utilizing millions of research subjects finds that environment, not genetics, is the main factor in the development of non-heterosexual behavior. (To review these research studies see references 1-4 listed below).


For a well-known example of the environmental effect on sexual behavior, consider ancient Greece and Rome where male homosexuality and bisexuality were nearly ubiquitous. That was not so because men in those societies were born with a “gay gene,” but because human sexual behavior is malleable and culturally influenced.

Research reveals that the more an environment (including the school environment) affirms, endorses, or normalizes homosexual or bisexual behavior the more of those behaviors there will be in that environment. The proposed curriculum would teach children that it doesn’t matter with whom one has a romantic or sexual relationship. Such a lesson will lead some children to engage in homosexual relationships they might never have considered were it not for the school’s social endorsement. In fact, we’re already seeing a general increase in non-heterosexual behavior as a result of the media’s affirmation.


Sadly, the research is also clear that individuals who adopt non-heterosexual lifestyles are more likely to suffer from a host of negative outcomes including psychiatric disorders, alcohol and drug abuse, suicide attempts, domestic violence and sexual assault, and increased risk for chronic diseases, AIDS, and shortened lifespan. Schools should not affirm and thereby encourage young people to adopt lifestyles more likely to lead to such devastation. (To review these specific studies see references 5-10 below).


The proposed school curriculum also teaches that transgendered lifestyles are a healthy and acceptable alternative to the norm. That is not true. Many transgendered individuals suffer from a psychiatric disorder known as Gender Identity Disorder (GID) that is recognized by the American Psychiatric Association as a mental disorder in need of psychological treatment. The proposed curriculum encourages transgendered behavior by teaching, for instance, that males who dress, behave, and live as females are completely normal. A boy with a strong, persistent desire to be a girl requires early intervention and psychiatric treatment, not school lessons teaching the normalcy of a transgendered lifestyle. Children should not be encouraged by their schools to question, doubt, or otherwise reject their inborn gender. Such a message is extremely detrimental to the psychological and physical well being of children. (For a thorough understanding of Gender Identity Disorder, see reference number11below authored by world-renowned GID experts).


The proposed curriculum will cause sexual confusion and may disrupt the sexual preference and gender identity development of some children. And it’s also completely unnecessary. Anti-harassment, teasing, and bullying curriculums can be taught without specifically identifying every circumstance in which such behaviors are unacceptable. Children should be taught that ridiculing and harassing others for any reason is cruel and unkind and will be swiftly and appropriately punished. Schools can teach a simple message of zero tolerance toward such behaviors without harming children whose sexual preferences and gender identities are still developing.


The Alameda Unified School District’s proposed curriculum addressing sexual orientation and gender identity will influence impressionable children and perhaps alter their still developing sexual and gender identities. As such, it will increase confusion and the likelihood children will engage in and adopt homosexual, bisexual, or transgendered lifestyles. The sexual and gender identity development of children is fragile and vulnerable to disruption. Therefore, schools should not adopt any policy that could upset the delicate balance of routine child development.

Sexual preference and gender identity are predominately influenced by environmental factors and develop throughout childhood and adolescence. Teaching children that all sexual- and gender-related behaviors are equally desirable will increase the number of children who depart from the norm and engage in those behaviors. And it also will lead some children into lifestyles that increase the likelihood they will suffer from psychiatric disorders, physical illnesses and shortened lives. Moreover, if the goal is simply to teach non-harassing, non-bullying behavior, the proposed curriculum is not even necessary. Such tolerance can be taught with basic lessons in empathy and kindness, supported by rules and punishments for those who disregard them.
I strongly urge the Alameda Unified School District Board reject the proposed curriculum addressing sexual orientation and gender identity, as it is not in the best interest of its students.

Trayce L. Hansen, Ph.D.
Licensed Psychologist
PSY 16380

Continue HERE.

Big Beautiful Honkers

I saw two sets of big honkers today. They were beautiful.

Okay, get your minds out of the gutter. I am talking Canada geese winging their way north. The geese are always a harbinger of spring. I am afraid these two skeins are in for a rough go. The lakes are still solidly frozen and the fields covered in ice. I don't know what they are going to eat for the next few weeks.

Tess and I were in the grocery store a while ago. I caught someone waving to me out of the corner of my eye. It was three year old grandson Zephyr sitting in a cart while his mom shopped. I went over to talk to him and he shyly gave me a doughnut hole from a box he had opened while they were shopping. His little hands were grubby and dirty and God only knows where they had been or what germs they held but when a three year old shares his treats with you then you accept it and eat it with all the grace you can muster.

Tess is cooking deep Filipino tonight so I am going to have the leftover ragu I cooked last week and put in the freezer. I eat Filipino but not deep Filipino. If there are eyes in the soup pot looking up at me I pass. I will eat the eggplant she is cooking. She fries it in onion and garlic and egg. Yea, I know. Eggplant. That doesn't matter anyway. When your woman shares her food with you then you accept it and eat it with all the grace you muster. It looks like grey paste but it tastes quite good.

Gathered some old photos today. One of my mom with her older sister who died. They look to be 10 and 11. The other was a picture of my father and his older brother with their father who was dressed up i his postal uniform. Dad looks three. I scanned them at a high resolution then took them to the photo shop and had them enlarged, printed, and framed. Then I dropped them off. No reason other than I love them. And they loved the pictures but were just reserved enough that I know that when Tess isn't around I will get the lecture about spending money on them. I will have to give them the lecture about when you get a gift you accept it with all the grace you can muster.

Grace. We all need to give it more often. More grace, less politicians.

How Come?

How come one match can start a forest fire but it takes an entire box to start a camp fire?

How come the early bird gets the worm but the second mouse gets the cheese?

How come we fight fire with fire and the fire department uses water?

How come stealing an idea from one person is plagiarism but stealing ideas from many people is research?
How come?

Peter the Wolf

When I was a young child my grandfather had a second hand and antique business. It was housed in a huge, old dairy barn that had been converted to an antique store and it was jammed to the rafters with ancient treasures. There were separate rooms (stalls) for different collectibles: books, records, dishes, etc.

He had begun the business, and continued to stock it, with the simplest of means. He also ran a trucking business and advertised in local businesses that he did attic cleanings and haul aways.

Those old Maine attics were filled with antiques and most people had no idea their worth. They just wanted them out of their attics and my grandfather, the Yankee genius that he was, was all too happy to charge them to haul away their 'junk' while saving the best to sell to antique collectors.

A lot of items found their way to me in the form of endless presents" Lionel train sets, antique toys, children's books, and records.

One of those that was given to me was a recording of Peter and the Wolf narrated by Boris Karloff. It was the recording shown below. Oh, how I wish I still had the record. It was an old 78 RPM in heavy, thick vinyl and would be worth a fortune now.

In any event, this classic edition of Peter and the Wolf is well worth your time to listen to. Enjoy.

A Great Photograph

This is a great photograph. In fact, it is my favorite of the year so far.

Rest in hell, Hugo.